CURRICULUM EVALUATION

1. GROUP 6
PRESENTED BY:
CAPALES, BERNADETTE
ABADILLA, PATRICIA
ESPARRAGUERRA MARY GRACE
DANCIL, JULIE ANN
PERALES, ROLAND
JAING, ROTHY

2. CHAPTER 6
CURRICULUM
EVALUATION

3. LEARNING OBJECTIVES:
1.) Analyze different curriculum
evaluation models and
2.) Identify several factors that are
considered in evaluating curriculum in
the Philippine context
3.) Purpose of Curriculum Evaluation.
CAPALES,BERNADETTE

4. CURRICULUM EVALUATION
EVALUATION - is
concerned with giving
value or making
judgements.
CAPALES,BERNADETTE

5. Various curriculum scholars
define curriculum evaluation
based on how they view
curriculum, the purposes of
curriculum, curriculum influences,
and how curriculum is
implemented. Basically,
curriculum evaluation is:
CAPALES,BERNADETTE

6. CURRICULUM EVALUATION
 It is the process of delineating,
obtaining and providing information
useful for making decisions and
judgments about curricula (DAVIS,
1980)
 It is the process of examining the
goals, rationale, and structure of any
curriculum (Marsh, 2004)
CAPALES,BERNADETTE

7. CURRICULUM EVALUATION
 It is the process of assessing the
merit and worth of a program of
studies, a course, or a field of study
(PRINT, 1993)
 The means of determining whether
the program is meeting its goals
(BRUCE TUCKMAN, 1985)
CAPALES,BERNADETTE

8. CURRICULUM EVALUATION
 The broad and continuous effort to
inquire into the effects of utilizing content
and processes to meet clearly defined
goals (DOLL, 1992)
 The process of delineating, obtaining and
providing useful information for judging
decision alternatives (STUFFLEBEAM,
1971)
CAPALES,BERNADETTE

9. CURRICULUM EVALUATION
 In this book, CURRICULUM EVALUATION is
defined as the process of making objective
judgment to a curriculum- its philosophy, goals and
objectives, contents, learning experience and
evaluation.
 it is also concerned about finding out whether the
curriculum is relevant and responsive to the needs
of the society and the learners. It is a scientific and
dynamic process of understanding the merit of any
curriculum.
CAPALES,BERNADETTE

10. PURPOSES OF
CURRICULUM
EVALUATION
ABADILLA, PATRICIA MONIQUE

11. PURPOSES OF CURRICULUM EVALUATION
PRINT(1993) identifies several important
purposes and functions of evaluation in
school setting:
 Essential in providing feedback to
learners -provide useful information in
helping students improve their
performance and helps teachers identify
the strengths and weaknesses of the
learners.
ABADILLA, PATRICIA MONIQUE

12. PURPOSES OF CURRICULUM EVALUATION
 Helpful in determining how well learners
have achieved the objectives of the
curriculum – describes whether the
students learned or mastered the desired
outcomes and objectives of the curriculum.
 To improve curriculum – the result of
evaluation serves as basis for improving
curriculum and for suggesting innovations to
improve learning.
ABADILLA, PATRICIA MONIQUE

13. PURPOSES OF CURRICULUM EVALUATION
In addition, curriculum evaluation is also
useful to administrators and teachers in many
different ways. For example:
 Evaluation helps in making decisions about
improving teaching and learning processes.
 It helps in shaping academic policies.
 It guides in initiating curricular changes
and innovations.
ABADILLA, PATRICIA MONIQUE

14. PURPOSES OF CURRICULUM EVALUATION
 It ensures quality of any curricular
program.
 It helps school align their curriculum
to different curriculum sources and
influences.
 It determines the level of success of
the school`s vision and mission.
ABADILLA, PATRICIA MONIQUE

15. CURRICULUM
EVALUATION IN
THE
CLASSROOM
ESPARRAGUERRA, MARY GRACE

16. CURRICULUM EVALUATION IN
THE CLASSROOM
Doll(1997) asserted that the classroom
in fact could be the first site of
gathering important data that will lead
to curriculum evaluation. Within the
classroom, teachers and
administrators can collect data using
several instruments like:
ESPARRAGUERRA, MARY GRACE

17. CURRICULUM EVALUATION
IN THE CLASSROOM
 Test results;
 Anecdotal records;
 Checklists;
 Interview guides;
ESPARRAGUERRA, MARY GRACE

18. CURRICULUM EVALUATION
IN THE CLASSROOM
Observation guides
 Personality inventories;
 Rating scales;
 IQ tests; and
 Interest inventories
ESPARRAGUERRA, MARY GRACE

19. CURRICULUM EVALUATION IN
THE CLASSROOM
Teachers play an important role in
conducting curriculum evaluation in the
classroom level. They must be guided in
gathering data from these instruments
and in interpreting data. The results of
classroom-based evaluation may help in
improving instruction and in the effective
implementation of the curriculum.
ESPARRAGUERRA, MARY GRACE

20. CURRICULUM
EVALUATION AT
THE SCHOOL OR
SCHOOL SYSTEM
LEVEL
DANCIL ,JULIE ANN L.

21. CURRICULUM EVALUATION AT THE
SCHOOL OR SCHOOL SYSTEM LEVEL
Curriculum evaluation is done mostly at a school or
school system level. This is usually done to evaluate
how the curriculum goals are attained in the macro
level. The following instruments can be used to gather
data for the evaluation of the curriculum:
 Opinion polls
 Surveys
 Focus-group discussion
DANCIL ,JULIE ANN L.

22. CURRICULUM EVALUATION AT THE
SCHOOL OR SCHOOL SYSTEM LEVEL
 Follow-up studies (Graduate
tracer studies)
 Standard evaluation
instruments
 Results of district or national
tests
DANCIL ,JULIE ANN L.

23. CURRICULUM EVALUATION AT THE
SCHOOL OR SCHOOL SYSTEM LEVEL
The school that gather and
analyze data on the
implementation of the
curriculum can also do a
research activities.
DANCIL ,JULIE ANN L.

24. MODELS OF THE
CURRICULUM
EVALUATION
PERALES, ROLAND

25. PROVUS DISCREPANCY
EVALUATION MODEL
 This model was developed by Malcolm Provus (1971)
to evaluate projects under the Elementary-Secondary
Education Act in the United States.
 Provus identified four major stages of conducting
curriculum evaluation:
1. Determining program standards
2. Determining program performance
3. Comparing performance with standards
4. Determining whether a discrepancy exists between
performance and standards.
PERALES, ROLAND

26. PROVUS DISCREPANCY
EVALUATION MODEL
Ronald Doll(1997) noted that the
Provus model has been called the
discrepancy model because it compares
performance with standards to determine
whether there is a discrepancy between
the two.
PERALES, ROLAND

27. RALPH TYLER MODEL OF
CURRICULUM EVALUATION
This evaluation model is a cyclical type.
Seven steps of evaluating a curriculum;
1. Establishment of goals and objectives.
2. Classification of the objectives.
3. Definition of the objectives in behavioral
terms.
4. Identification of situations in w/c
achievement of objectives could be shown.
PERALES, ROLAND

28. RALPH TYLER MODEL OF
CURRICULUM EVALUATION
5. Selection of criterion of
measurement procedures.
6. Collection of data about pupil
performance
7. Comparison of findings with the
stated objectives.
PERALES, ROLAND

29. STUFFLEBEAM`S CIPP MODEL
 Daniel L. Stufflebeam (1971-2001)
 CIPP means (Context, Input, Process, Product).
CONTEXT EVALUATION
- Most basic kind of evaluation.
- It’s purpose is to provide a strong rationale for
determining curriculum objectives.
- It includes the problems, issues and challenges that
the curriculum seeks to address.
PERALES, ROLAND

30. STUFFLEBEAM`S CIPP MODEL
INPUT EVALUATION
- It aims to provide information for determining
how resources are utilized to achieve curriculum
objectives.
PROCESS EVALUATION
- It focuses on providing periodic feedback while
the curriculum is being implemented.
- Detect the problems in the implementation of
curriculum
PERALES, ROLAND

31. STAKE CONGRUENCY-CONTINGENCY
EVALUATION MODEL
 Robert Stake (1975) claimed that curriculum
evaluation is not complete unless Three categories
of data are made available;
1. Antecedents – include data on students and
teachers, the curriculum to be evaluated, and the
community context.
2. Transactions – include time allotment, sequence of
steps, social climate and communication flow.
3. Outcomes – encompass students learning in the
form of understanding, skills and values or
attitudes.
JAING, ROTHY

32. STAKE CONGRUENCY-CONTINGENCY
EVALUATION MODEL
CONGRUENCY – refers to the degree of
alignment between what was desired and
what was actually achieved.
CONTINGENCY – refers to the relationship
between one variable to the other.
For example: Between the curriculum and
community context.
JAING, ROTHY

33. EISNER`S EDUCATIONAL
CONNOISSEURSHIP MODEL
 Elliot Eisner (1985) provided a qualitative
way of evaluating a curriculum.
 It calls for a deeper and wider observation
results of evaluation that are expressed in
written form.
 The emphasis of this model is always on
the QUALITY rather than measurable
quantity of learning and interaction.
JAING, ROTHY

34. EISNER`S EDUCATIONAL
CONNOISSEURSHIP MODEL
 According to Eisner, Curriculum should
include music and art which are essential in
developing critical thinking skills.
 There are 5 curriculum orientations between
the teacher, student, and the subject matter.
1. Academic Rational- It is the role of the
teacher to cover the content.
2. Cognitive Processes- The teacher
guides the students in problematic situations
JAING, ROTHY

35. EISNER`S EDUCATIONAL
CONNOISSEURSHIP MODEL
3. Personal Relevance- Curriculum builds on
students' interests
4. Social Perspective- Focus on controversial
issues in society and students are encouraged
to take an active roll in solving them.
5. Technological Orientation- Use a scientific
approach as the teacher plans the sequence
and order of the curriculum objectives.
JAING, ROTHY

36. THANK FOR
YOUR
ATTENTION !!!